Perception and adoption of competency-based training by academics in Ghana

International Journal of STEM Education

Table 3 Test of equality of means of characteristics of adopters and non-adopters of CBT

Variable	Willing to adopt CBT	Unwilling to adopt CBT	Difference	t value
Age of respondent	44.5	43.4	1.10	1.67
Teaching experience	13.7	11.9	1.80	0.88
Teaching load	6.43	14.1	− 7.67	− 11.4**
Undergraduate students/class	25.3	174	− 148.7	− 12.45***
Male gender	69.4	65.5	3.94	1.81
Teaching area	0.54	0.31	0.23	0.67
Availability of incentives	0.79	0.31	0.48	7.84*
Availability of teaching aids	0.81	0.21	0.60	3.52**
Effective supervision	0.64	0.24	0.40	6.14***
Awareness of CBT	0.71	0.64	0.07	0.79
Off-campus activities	0.63	0.68	− 0.05	0.29
Participation in CBT workshop	0.73	0.19	0.54	5.44***
Participation in competency-specific training	0.81	0.67	0.14	0.94

Source: Survey, 2017
Note: The asterisks indicate levels of significance: ***significant at 1%, **significant at 5%, and *significant at 10%